ПРАКТИКО-ОРИЕНТИРОВАННАЯ ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ БУДУЩИХ УЧИТЕЛЕЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ

Abstract

The article presents the results of testing the practice-oriented technology for the formation of professional competencies of future physical education teachers. Strengthening the practical orientation of modern education is considered by researchers as a key change in the educational space. The greatest difficulty in the process of forming professional competencies is the search for mechanisms for preparing students to implement the requirements of the standard of general education for meta-subject learning results in a specific subject area – physical culture. The aim of the research was to develop and experimentally substantiate a practice-oriented technology for the formation of professional competencies necessary for the implementation of the requirements of the general education standard for students with a major in physical culture. The study was conducted for 2 years, and involved 45 third-year students majoring in physical culture. The research methods were analysis and generalization, independent pedagogical experiment, testing, observation, survey methods, and methods of mathematical statistics. The developed technology is aimed at mastering students’ professional competencies, including the skills of forming students’ universal educational actions in physical education classes. The technology is based on including students in professional tests, bridging the gap between theoretical and practical training, learning and gaining experience on the basis of a step-by-step formation of competencies. The technology includes three modules: 1) goal-setting for individual educational tasks and various didactic cycles; 2) selection and programming of physical education methods; 3) implementation of practical activities. A system for monitoring and evaluating the level of professional competence formation using interactive methods and techniques was developed for each module. During the experiment, problem areas, typical difficulties and students’ mistakes were identified and classified. As a result of the research, a significant increase in the qualitative values of the level of professional competence formation of future physical education teachers has been established. At the same time, the most significant changes in the level of readiness to solve professional tasks have been noted in the third module, in which professional tests were implemented. The results of the research show that the implementation of the practice-oriented training technology (which involves students’ inclusion in professional tests, the use of activity and interactive methods, simulation and design, technology for solving situational problems and cases) has contributed to the formation of the main professional competencies in future physical education teachers.